Abstract:

When observing the state of education in the United States as related to the COVID-19 pandemic, the single most determining factor that stands out is the effect on our youth’s social-emotional wellbeing and their ability to learn at their traditional level of learning. Closures of schools, institutions and other learning spaces have impacted the majority of the world’s student population. Social distancing and restrictive movement policies have significantly disturbed traditional educational practices. Reopening of schools after relaxation of restrictions is another challenge with many new standard operating procedures put in place. Although it is too early to determine the actual learning loss of individual students, it is imperative to measure the state of mind as well as the mindset of students. The work of educators is far beyond what was ever expected due to this crisis. The single most determining factor of an effective learning environment is the child’s emotional state of being. New York City schools have implemented a tool to assist in determining the social-emotional needs and impact of this pandemic on their education. The Devereux Student Strengths Assessment (DESSA) will provide a deeper dive into students who need further support in social and emotional growth as well as achievement. The DESSA comprehensive system is comprised of two innovative rating scales designed to screen, assess, guide intervention planning, monitor progress, and evaluate outcomes of social-emotional competence in relation to students and resilience of students. There are versions available for elementary, middle, and high school groups, and we are adapting it for college students. This will allow educators to monitor progress and measure outcomes. New York City educators are touting the screener tool for its strength-based components, as it asks questions about a student's positive behavior, and focuses on building those up, instead of seeking negative ones. Students and school staff were asked to answer a series of 40+ questions on a range of topics related to their students’ social-emotional health and behavior. This process resulted in teachers spending approximately four hours to complete screeners for a class of up to thirty-four students. This article aims to provide a comprehensive report through data and video interviews of educators, Guidance Counselors and students on the impact of the COVID-19 pandemic. This focus will explore the social-emotional impact on New York City youth at different levels of education, and how it has affected their learning or their view on learning.

Keywords:

Social-Emotional Learning (SEL).